Digital Teacher Competence Frameworks Evolution and Their Use in Ibero-America up to the Year the COVID-19 Pandemic Began: A Systematic Review

Camilo A. Velandia Rodriguez (), Andres F. Mena-Guacas, Sergio Tobón and Eloy López-Meneses
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Camilo A. Velandia Rodriguez: Faculty of Education, Corporación Universitaria Minuto de Dios, Bogotá 111021, Colombia
Andres F. Mena-Guacas: Faculty of Education, Universidad Cooperativa de Colombia, Campus Bogotá, Bogotá 111311, Colombia
Sergio Tobón: CIFE University Centre, Cuernavaca 62140, Mexico
Eloy López-Meneses: Department of Education and Social Psychology, Pablo de Olavide University, 41013 Seville, Spain

IJERPH, 2022, vol. 19, issue 24, 1-16

Abstract: The COVID-19 pandemic changed the way education was conducted, not only at the time when the face-to-face model was replaced by virtuality but also in the period of return to normality because the digital skills of teachers are not the same as before. Digital competency frameworks allow for assessment and comparisons between individuals and over time, so they can be used to understand the transformation that may have occurred in teachers’ digital competencies following the pandemic. This systematic literature review analyzes the competency frameworks that have been used in Ibero-America up to the year 2022, with the purpose of defining a concept foundation as an input on which to build a tool to assess digital competencies. The review was done following the pathway proposed by the PRISMA methodology between 2018 and 2022. Results show that there is no consensus or unification of the frameworks, and that there are five purposes in the research being conducted on digital competencies with publications concentrated on two of them. Interest on digital competence frameworks increased substantially in 2020.

Keywords: digital competence; digital literacy; systematic review; COVID-19 (search for similar items in EconPapers)
JEL-codes: I I1 I3 Q Q5 (search for similar items in EconPapers)
Date: 2022
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